The goal of Writing Workshop is to have “students develop writing strategies and skills, learn about the writer’s craft, and use writing as a tool for learning and communication” (Fountas & Pinnell, Language and Literacy Framework). For the past several weeks, I have had the opportunity to experience what it is like to participate in a Writing Workshop. Growing up, I never had the opportunity to work in a system like the one that Fountas and Pinnell teach. Writing was always just an activity in the classroom. You were told what to write about; you wrote about it; and you turned it in about two days later. There was no conferencing with peers, different stages, or even an opportunity to publish. This system turned me off to writing completely; therefore, when I heard that we were going to be forming a Writing Workshop in class my heart sank a little bit. “What am I going to write about? What if everyone produces better writing? How can I do as well as the student who writes every day?” These negative thoughts were quickly dismissed as the process began and the different steps were followed.
Explore – “probe experiences for ideas; record thoughts, observations through writing and sketching; reflect to shape thoughts” (Fountas & Pinnell, page 53). I was able to pick topics that I had an interest in – picture books and Broadway.
Draft – “commit to a writing project; develop ideas and attend to text organization” (Fountas & Pinnell, page 53). I was able to put all of my thoughts into words.
Edit – “proofread and edit for conventions; complete final copy” (Fountas & Pinnell, page 53). I was able to conference with my Writing Partner and gain feedback about how to make my story even stronger.
Publish – “produce published piece with your final layout, illustrations, graphics” (Fountas & Pinnell, page 53). I was able to take my finished draft and turn it into a wonderful picture book.
I had a great time becoming a writer again these past few weeks. I cannot wait to implement this into my Language and Literacy Framework in my future classroom.
For the past several weeks, I have had the opportunity to experience what it is like to participate in a Writing Workshop. Growing up, I never had the opportunity to work in a system like the one that Fountas and Pinnell teach. Writing was always just an activity in the classroom. You were told what to write about; you wrote about it; and you turned it in about two days later. There was no conferencing with peers, different stages, or even an opportunity to publish. This system turned me off to writing completely; therefore, when I heard that we were going to be forming a Writing Workshop in class my heart sank a little bit. “What am I going to write about? What if everyone produces better writing? How can I do as well as the student who writes every day?” These negative thoughts were quickly dismissed as the process began and the different steps were followed.
- Explore – “probe experiences for ideas; record thoughts, observations through writing and sketching; reflect to shape thoughts” (Fountas & Pinnell, page 53). I was able to pick topics that I had an interest in – picture books and Broadway.
- Draft – “commit to a writing project; develop ideas and attend to text organization” (Fountas & Pinnell, page 53). I was able to put all of my thoughts into words.
- Edit – “proofread and edit for conventions; complete final copy” (Fountas & Pinnell, page 53). I was able to conference with my Writing Partner and gain feedback about how to make my story even stronger.
- Publish – “produce published piece with your final layout, illustrations, graphics” (Fountas & Pinnell, page 53). I was able to take my finished draft and turn it into a wonderful picture book.
I had a great time becoming a writer again these past few weeks. I cannot wait to implement this into my Language and Literacy Framework in my future classroom.